A mother recounts her twice-exceptional son’s distress after classmates tried to uproot a plant he named Henry. He defended it in the rain and refused to return to class; the mother comforts him, keeps her promise to protect Henry and reflects on empathy, courage, and parenting a sensitive, principled child.
This post discusses fatigue in twice-exceptional children, explaining how constant code-switching, compensation, sensory issues, and academic demands produce exhaustion. It recommends identifying disabilities, setting household expectations, advocating for school accommodations (IEP/504), and maintaining clear supportive communication to protect rest and self-worth.
This reflection on Elijah McClain connects his tragic death to misunderstandings about neurological diversity and giftedness, systemic racism, and loss. The author urges understanding, identity and affinity for gifted individuals, honoring empathy exemplified by McClain’s “gratitude bow,” and calls for supportive communities.
During a road trip while recovering from shoulder injuries, a mother observed her twice-exceptional son’s strengths as he navigated trails and supported her. The essay argues that strengths are context-driven, recommends strength-based parenting, and cites neuroscience evidence of brain plasticity to support nurturing children’s strengths.
During a visit to Laguna Beach tide pools, a parent describes discovering a lone fish then a school of fish, which inspired her son to write a spontaneous short story. The post encourages parents to expose children to new experiences, as inspiration can arise unexpectedly and foster creativity.
This brief summarizes Collins’ Culturally Responsive Multi-tiered System of Supports (CR-MTSS), a whole-child framework integrating cognitive, social-emotional and cultural supports to serve twice- and thrice-exceptional learners. It outlines tiered interventions, differentiated instruction, and systems-level components to promote equity and rigorous, culturally relevant learning.
This post outlines simple, daily ways parents and teachers can integrate social-emotional learning (SEL) into children’s routines. Strategies include morning greetings, journaling, class meetings, art activities, responsibilities, problem-solving practice, collaboration, positive self-talk, mindfulness, and fostering a growth mindset to support resilience.
This article explains how parents can help twice-exceptional (2e) children build frustration tolerance by developing emotional self-awareness, encouraging healthy expression, teaching breathing and calming techniques, giving emotions a voice through journaling or naming, and mapping physical cues to interrupt escalation.
Author urges parents of twice-exceptional (2E) children to value effort and daily progress rather than focusing only on outcomes. Celebrating perseverance, small steps, and consistent practice builds confidence and prepares children for adulthood, recognizing growth in routine tasks and long-term therapy or practice.
Using U2’s ‘Running to Stand Still’ as metaphor, the author reflects on parenting twice-exceptional children: the waking realization of persistent struggles, frustrations with schools and society, and the need for advocacy. Parents learn to protect self-esteem, reframe differences as strengths, and seek environments that nurture their children’s gifts.
